Academic and Social Integration by Level of Computer Use, Race, and Gender

Extensive research is available about both academic and social integration among college students (Braxton & Hirschy, 2004; Dennis, 1998; Kuh, Kinzie, Schuh, & Whitt, 2005; Tinto, 1975 & 1987). As college students spend time and become more involved in the campus community, academic and...

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Main Author: Albright, Kristin Marie
Other Authors: Educational Leadership and Policy Studies
Format: Others
Published: Virginia Tech 2014
Subjects:
Online Access:http://hdl.handle.net/10919/32054
http://scholar.lib.vt.edu/theses/available/etd-04302007-231146/
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spelling ndltd-VTETD-oai-vtechworks.lib.vt.edu-10919-320542020-09-26T05:39:00Z Academic and Social Integration by Level of Computer Use, Race, and Gender Albright, Kristin Marie Educational Leadership and Policy Studies Hirt, Joan B. Settle, Ted Janosik, Steven M. Social Integration Academic Integration Gender Race Computer Use Extensive research is available about both academic and social integration among college students (Braxton & Hirschy, 2004; Dennis, 1998; Kuh, Kinzie, Schuh, & Whitt, 2005; Tinto, 1975 & 1987). As college students spend time and become more involved in the campus community, academic and social integration increases (Astin, 1977; 1985; Kuh, Schuh, Whitt, Andreas, Lyons, Strange, Krehbiel, & MacKay, 1991), which leads to student retention. There are differences, however, in academic and social integration by race and gender. Research also suggests that college students are spending more time on computers (Bugeja, 2006; Fallows, 2005; Gemmill & Peterson, 2006; Hawkins & Paris, 1997; Jones, 2002; Jones, 2003; Messineo & DeOllos, 2005; Rainie, Kaleoff, & Hess, 2002; Reisberg, 2000) though women and minority students still lag behind their peers when using a computer (Fallow, 2005; Hawkins & Paris, 1997; Messineo & DeOllos, 2005). Currently, however, there is no literature that examines the effects that computer use and race and computer use and gender may have on academic and social integration. The purpose of this study was to examine the relationship between academic and social integration by computer use and race and computer use and gender. Data from the College Student Experience Questionnaire (CSEQ) (Pace & Kuh, 1998) were employed to explore these issues. A dataset of 2,000 respondents that included representative numbers of the entire sample of men and women as well as Caucasians and respondents of other races was used. The respondents were categorized as low or high computer users based on responses to a series of items on the CSEQ. Other CSEQ items were used to assess respondentsâ academic and social integration. Results indicate that differences for academic and social integration exist by level of computer use. Overall, high computer users are more academically and socially integrated than low computer users. The results also indicate that academic integration does not differ by level of computer user and race or level of computer use and gender. Master of Arts 2014-03-14T20:34:38Z 2014-03-14T20:34:38Z 2007-04-16 2007-04-30 2007-06-27 2007-06-27 Thesis etd-04302007-231146 http://hdl.handle.net/10919/32054 http://scholar.lib.vt.edu/theses/available/etd-04302007-231146/ ALBRIGHTBackMatter.pdf ALBRIGHTBodyMatter.pdf ALBRIGHTFrontMatter.pdf In Copyright http://rightsstatements.org/vocab/InC/1.0/ application/pdf application/pdf application/pdf Virginia Tech
collection NDLTD
format Others
sources NDLTD
topic Social Integration
Academic Integration
Gender
Race
Computer Use
spellingShingle Social Integration
Academic Integration
Gender
Race
Computer Use
Albright, Kristin Marie
Academic and Social Integration by Level of Computer Use, Race, and Gender
description Extensive research is available about both academic and social integration among college students (Braxton & Hirschy, 2004; Dennis, 1998; Kuh, Kinzie, Schuh, & Whitt, 2005; Tinto, 1975 & 1987). As college students spend time and become more involved in the campus community, academic and social integration increases (Astin, 1977; 1985; Kuh, Schuh, Whitt, Andreas, Lyons, Strange, Krehbiel, & MacKay, 1991), which leads to student retention. There are differences, however, in academic and social integration by race and gender. Research also suggests that college students are spending more time on computers (Bugeja, 2006; Fallows, 2005; Gemmill & Peterson, 2006; Hawkins & Paris, 1997; Jones, 2002; Jones, 2003; Messineo & DeOllos, 2005; Rainie, Kaleoff, & Hess, 2002; Reisberg, 2000) though women and minority students still lag behind their peers when using a computer (Fallow, 2005; Hawkins & Paris, 1997; Messineo & DeOllos, 2005). Currently, however, there is no literature that examines the effects that computer use and race and computer use and gender may have on academic and social integration. The purpose of this study was to examine the relationship between academic and social integration by computer use and race and computer use and gender. Data from the College Student Experience Questionnaire (CSEQ) (Pace & Kuh, 1998) were employed to explore these issues. A dataset of 2,000 respondents that included representative numbers of the entire sample of men and women as well as Caucasians and respondents of other races was used. The respondents were categorized as low or high computer users based on responses to a series of items on the CSEQ. Other CSEQ items were used to assess respondentsâ academic and social integration. Results indicate that differences for academic and social integration exist by level of computer use. Overall, high computer users are more academically and socially integrated than low computer users. The results also indicate that academic integration does not differ by level of computer user and race or level of computer use and gender. === Master of Arts
author2 Educational Leadership and Policy Studies
author_facet Educational Leadership and Policy Studies
Albright, Kristin Marie
author Albright, Kristin Marie
author_sort Albright, Kristin Marie
title Academic and Social Integration by Level of Computer Use, Race, and Gender
title_short Academic and Social Integration by Level of Computer Use, Race, and Gender
title_full Academic and Social Integration by Level of Computer Use, Race, and Gender
title_fullStr Academic and Social Integration by Level of Computer Use, Race, and Gender
title_full_unstemmed Academic and Social Integration by Level of Computer Use, Race, and Gender
title_sort academic and social integration by level of computer use, race, and gender
publisher Virginia Tech
publishDate 2014
url http://hdl.handle.net/10919/32054
http://scholar.lib.vt.edu/theses/available/etd-04302007-231146/
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